Colleges and universities typically assist students with learning disabilities. In Canada, such programs are legally mandated to ensure equal access to educational opportunities. However, there is little in the current research literature on the experiences Canadian students with learning disabilities have with using assistive services provided by their postsecondary school, especially for students who have successfully completed postsecondary education. This generic qualitative study used the framework in disability studies in education as a foundation. The information for this study was gathered through online interviews with individuals with learning disabilities who were enrolled or had successfully completed their postsecondary education. A thematic data analysis provided clear insights into the lived experiences postsecondary students with learning disabilities have in using assistive services from their school. In general, the findings revealed that regardless of the negative experiences students with disabilities had in grade school being accommodated and recognized, they had much better experiences being accommodated in college and university. This study may contribute to positive social change by offering insights to colleges and universities to increase or improve the assistance provided to students with learning challenges. It may also motivate students with learning disabilities who may be afraid to enroll in postsecondary education, out of the fear of not being "good" enough. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]